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Reponses 981 à 1000

981	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Les définitions les plus rigoureuses sont-elles plus faciles à comprendre ? p. 639-648.
982	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Mathematical connections at school. Understanding and facilitating connections in mathematics. p. 89-99.
983	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Modelling in classroom. "Classical Models" (in Mathematics Education) and recent developments. p. 113-126.
984	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Newton's principia mathematica in a twenty first century classroom. p. 319-328.
985	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Physics-mathematics relationship. Historical and Epistemological Notes. p. 457-472.
986	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Practical geometries in Islamic countries. The Example of the Division of Plane Figures. p. 527-537.
987	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Secondary school students difficulties with vector concepts and the use of geometrical and physical situations. p. 487-501.
988	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). Some mathematical tools for numerical methods from 1805 to 1855. p. 477-485.
989	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The algorithm of Poincaré, Brun and Selmer. p. 437- 442.
990	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The concept of beauty defined by the makonde people. p. 563-572.
991	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The concept of tangent line. Historical and didactical aspects in Portugal (18th century). p. 687-695.
992	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The construction, by Euclid, of the regular pentagon. p. 391-405.
993	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The history of mathematics in school textbooks. p. 153-163.
994	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The history of mathematics in the classroom. p. 245-257.
995	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The perfect compass : conics, movement and mathematics around the 10th century. p. 539-547.
996	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The place of geometrical construction problems in french 19th century mathematics textbooks. p. 627-638.
997	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The role of the history and epistemology of mathematics in teachers treaining. p. 27-46.
998	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The teaching of mathematics mediated by the history of mathematics. p. 223-233.
999	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The use of original sources in an undergruate history of mathematics class. p. 407-412.
1000	2011 History and Epistemology in Mathematics Education: Proceedings of the Sixth European Summer University (ESU 6). The use of original sources in the classroom: Empirical Research Findings. p. 351-361.